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Description

College and university faculty are asked to serve an increasingly diverse and at-risk population of students. They face disruptive and dangerous behaviors that range from speaking out of turn or misusing technology, to potentially agressive behavior. A Faculty Guide to Addressing Disruptive and Dangerous Behavior provides the practical ideas and guidance necessary to manage and mitigate these behaviors. Grounded in research and theory that addresses the interplay of mental health, substance abuse, and aggression that may enter the college classroom, this accessible book serves as a necessary guide for busy faculty members facing challenging situations in their classrooms.

Special features include:

Vignettes from seasoned faculty that provide thoughtful reflections and advice from everyday experience.

Coverage of special populations, including nontraditional, veteran, and millennial students.

Discussion of the latest laws and regulations that should affect and inform faculty’s decisions.

Reviews

"Finally—a practical, readable handbook and reference packed with tips, techniques, and insights that faculty can immediately put to use! A Faculty Guide to Addressing Disruptive and Dangerous Behavior is just what faculty have been asking for. It gives concrete help with a constant dilemma: determining the behaviors that are within the scope of classroom management and those that require assistance from Student Affairs or Campus Police. This book will serve as a rich resource for all faculty who simply want to be better at what they do."—Cheryl Hagen, Vice President of Student Services, Schoolcraft College

"This book covers important topics including identifying, managing, and preventing disruptive and dangerous behaviors in the classroom with a diverse student population. It should be recommended to any faculty or teaching assistants seeking advice on handling challenging situations in their classrooms." —Ming Cui, Associate Professor, College of Human Sciences, Florida State University

"I highly recommend this book for postsecondary faculty. This is a book that needs to be read, but also needs to be discussed with colleagues. Many faculty will find similarities between the scenarios described in the case studies and issues confronted in their teaching experience. … Reading this text helped me to recognize occasions when I may have missed clear student distress signals. It has prompted me to investigate the resources available on my own campus." —Reflective Teaching